Revitalizing Kaulinan Barudak through Community-Based Research: Socialization and Game Practice for Students and a Book Discussion for Primary School Teachers

Dwi Putri Kusumah; Fitria Khaerunnisa; Inayah Widyawati; Dhea Fania Rahmasary; Alifia Azhari Rahmah; Ade Mauludina Mahen; Aldy Hasbiya  Sidiq; Ida Nursaadah; Dina Maulidya; Eva Mulyani

doi:10.58421/gehu.v5i5.2250

DOI:

https://doi.org/10.58421/gehu.v5i5.2250

Authors

Dwi Putri Kusumah Universitas Siliwangi
Fitria Khaerunnisa Universitas Siliwangi
Inayah Widyawati Universitas Siliwangi
Dhea Fania Rahmasary Universitas Siliwangi
Alifia Azhari Rahmah Universitas Siliwangi
Ade Mauludina Mahen Universitas Siliwangi
Aldy Hasbiya Sidiq Universitas Siliwangi
Ida Nursaadah Universitas Siliwangi
Dina Maulidya Universitas Siliwangi
Eva Mulyani Universitas Siliwangi https://orcid.org/0009-0007-5699-4357

Keywords:

Book discussion, Community-based research, Kaulinan barudak, Primary school, Traditional game revitalization

Abstract

Traditional games need both a space for practice and a channel for knowledge to be passed on, yet, to the authors' search, community service reports rarely pair direct play with a teacher's discussion of a written reference. This activity revitalized kaulinan barudak (Sundanese children's traditional games) in Gunung Pereng, Tasikmalaya, with SDN 1, SDN 2, and SDN 5 as community partners. Community-Based Research (CBR) served as the partnership framework: needs stated by students in an initial questionnaire (n = 74) shaped the action, namely socialization and game practice for students and a book discussion (bedah buku) of Warisan Sepuh, Kaulinan Barudak with teachers. Responses were gathered with a student questionnaire (n = 74), observation by two observers, interviews with three students, a teacher questionnaire (n = 12), and minutes of the discussion; questionnaires and observation scores were analyzed descriptively, and interviews and minutes were analyzed thematically. Students' responses and observed behavior were positive, with engagement relatively low, and interviews showed enjoyment alongside shyness in some students. Teachers rated the book highly and asked for a printed copy and for guidance on age, curriculum, and safety. Partners took part in needs identification, action, and feedback, whereas design and analysis were carried out by the implementing team. The findings describe a single activity without a baseline or comparison group and do not show improved outcomes or sustainability. Pairing direct play with an accessible written reference may offer primary schools a workable starting point for cultural preservation, to be tested in repeated cycles.

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